It all began in 1967. Texas Senator Ralph Yarborough proposed a bill which aimed to “provide assistance to school districts in establishing educational programs specifically for” students limited English speaking ability (LESA). This bill recommended that schools consider teaching Spanish for native speakers, teaching English to English language learners (ELL), as well as establish programs that help Spanish students learn about and develop a connection to their “ancestral language and culture”. This revolutionary movement prompted the creation of 37 additional bills, which were merged with the original aforementioned proposition. Together, they formed the Bilingual Education Act of 1968, or Title VII of the Elementary and Secondary Education Act (ESEA). It provided federal funding for schools to differentiate by allowing their students to learn in their native languages and English, involve parents and families, and reconnect students with their cultures.
What was the effect of the Bilingual Education Act?
By Nicholas
One of the more unusual effects of Title VII, as the Bilingual Education Act is also known, was that it introduced the concept that 2 students could be receiving the exact same lesson, in the same classroom, from the same teacher and still be receiving an unequal education. This legislative precedent lead to acts such as the Individuals with Disabilities Education Act (I.D.E.A.) which provides for special services, for disabled pupils in public schools. Although Title VII was originally intended to apply only to low-income students, this criteria was removed after 1974. Bilingual education inhabits a great deal of common ground with special education, as they operate around the principle, and legal mandate, of providing students with Free Appropriate Public Education (F.A.P.E.). The Bilingual Education Act was in many ways the predecessor to the special education reforms of the 1970’s. (Source: __http://www.immigrationtounitedstates.org/379-bilingual-education-act-of-1968.html__)
How has the Bilingual Education Act of 1968 changed and affected schools today?
By Laura
Since it was initially passed in 1968, the Bilingual Education Act has undergone a handful of revisions. Perhaps the most significant amendment to the bill was that of 1974, which mandated “equal educational opportunity through bilingual education” (colorincolorado.org). Through this amendment, non-English speaking learners were able to learn content in their native language which receiving separate lessons in speaking/writing in the English language, allowing them to better keep up with their English-speaking peers. Other revisions further functioned to ensure that programs for ELLs were well-structured, received adequate funding, and promoted parental involvement. However, In 2001, the BEA was discontinued with the introduction of No Child Left Behind. While the BEA recognized the importance of ELLs/LEPs learning English while simultaneously practicing their native language skills, No Child Left Behind placed high accountability on teachers and students and therefore created a push for English-only skills. Sources: __http://www.ncela.us/files/rcd/BE017100/Fall88_7.pdf__ __http://www.rethinkingschools.org/special_reports/bilingual/Bil164.shtml__ __http://www.colorincolorado.org/article/return-bilingual-education__
What is the Bilingual Education Act of 1968?
By ElizabethIt all began in 1967. Texas Senator Ralph Yarborough proposed a bill which aimed to “provide assistance to school districts in establishing educational programs specifically for” students limited English speaking ability (LESA). This bill recommended that schools consider teaching Spanish for native speakers, teaching English to English language learners (ELL), as well as establish programs that help Spanish students learn about and develop a connection to their “ancestral language and culture”. This revolutionary movement prompted the creation of 37 additional bills, which were merged with the original aforementioned proposition. Together, they formed the Bilingual Education Act of 1968, or Title VII of the Elementary and Secondary Education Act (ESEA). It provided federal funding for schools to differentiate by allowing their students to learn in their native languages and English, involve parents and families, and reconnect students with their cultures.
(source: __https://ncela.ed.gov/files/rcd/BE021037/Fall88_6.pdf__ )
What was the effect of the Bilingual Education Act?
By Nicholas
One of the more unusual effects of Title VII, as the Bilingual Education Act is also known, was that it introduced the concept that 2 students could be receiving the exact same lesson, in the same classroom, from the same teacher and still be receiving an unequal education. This legislative precedent lead to acts such as the Individuals with Disabilities Education Act (I.D.E.A.) which provides for special services, for disabled pupils in public schools. Although Title VII was originally intended to apply only to low-income students, this criteria was removed after 1974. Bilingual education inhabits a great deal of common ground with special education, as they operate around the principle, and legal mandate, of providing students with Free Appropriate Public Education (F.A.P.E.). The Bilingual Education Act was in many ways the predecessor to the special education reforms of the 1970’s.
(Source: __http://www.immigrationtounitedstates.org/379-bilingual-education-act-of-1968.html__)
How has the Bilingual Education Act of 1968 changed and affected schools today?
By LauraSince it was initially passed in 1968, the Bilingual Education Act has undergone a handful of revisions. Perhaps the most significant amendment to the bill was that of 1974, which mandated “equal educational opportunity through bilingual education” (colorincolorado.org). Through this amendment, non-English speaking learners were able to learn content in their native language which receiving separate lessons in speaking/writing in the English language, allowing them to better keep up with their English-speaking peers. Other revisions further functioned to ensure that programs for ELLs were well-structured, received adequate funding, and promoted parental involvement. However, In 2001, the BEA was discontinued with the introduction of No Child Left Behind. While the BEA recognized the importance of ELLs/LEPs learning English while simultaneously practicing their native language skills, No Child Left Behind placed high accountability on teachers and students and therefore created a push for English-only skills.
Sources:
__http://www.ncela.us/files/rcd/BE017100/Fall88_7.pdf__
__http://www.rethinkingschools.org/special_reports/bilingual/Bil164.shtml__
__http://www.colorincolorado.org/article/return-bilingual-education__